Book: (I DO NOT HAVE THE BOOK)Falvo, D.R. (2011). Effective patient education: A guide to increased adherence. 4 th ed. Sudbury , MA : Jones and Bartlett Publishers, Inc. IBSN13: 9780763766252.
Question 1: On p. 71, Falvo states: “Enhancing motivation should not be confused with coercion or manipulation. Effective patient teaching that increases patient motivation uses a patient-centered approach, in which a partnership is formed between the patient and health professional so that motivation for change comes from the patient, rather than the health professional.” According to dictionary.com, Coerce means: to dominate or control, especially by exploiting fear, anxiety, etc. Falvo warns against using fear as a motivator on p. 69. Yet, fear is used often in healthcare and public health as a motivator. For example, using cancer (and horrible pictures) to scare people into quitting smoking. But why is fear so effective? And what if you can’t seem to get through to patients by simply providing the information?
You’ve probably seen this anti-smoking ad:
Question 2: On pp. 99-104, Falvo talks about patients’ adjustment to illness and “the sick role.” Please discuss how “the sick role.” Discuss how this can impact patient adherence, the information/treatment we provide, and the patient-provider relationship. You may provide some real life examples from your clinical observations, work experience, or personal experiences.
Question 3: On pages 107 – 116, Falvo talks about different coping strategies patients can exhibit when dealing with illness or disability. Please give a real life example (patient you’ve observed, family member, friend) of someone using one of the coping strategies described in the text. How did the situation play out? What was the outcome (if any)?
*Note: At least one reference per question
